The Epistemology and Pedagogy of PBL: The Application of Technology to Support Problem-based Learning for Critical Contestability

G. O'Grady (Singapore)

Keywords

Problembased Learning, Epistemology, Reflection, Critical Contestability, Electronic Portfolio, Reflexive.

Abstract

This paper examines the epistemology and pedagogy of Problem-Based Learning. It discusses, using the Republic Polytechnic as a case study, a one-day one-problem approach to PBL and its constructivist epistemology and reflective pedagogical underpinnings. The paper describes the application of technology (an electronic portfolio) aimed fostering reflection and reflexivity so that it can support Problem-based learning for critical contestability.

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